How Educators Can Promote MTOP Learning Outcomes

To support children achieve learning outcomes from the MTOP Framework, the following list gives educators examples of how to support and facilitate the children attain their goals. It also provides examples on how to promote each individual outcome throughout an OOSH setting.

Learning Outcome 1: Children have a strong sense of identity

1.1 - Children feel safe, secure, and supported

Educators facilitate this when they:

spend time interacting and conversing with children, listening and responding sensitively as they express their ideas and needs

support children’s attachment through consistent and warm nurturing relationships

support children in times of change and bridge the gap between the familiar and the unfamiliar

recognise that feelings of distress, fear of discomfort may take some time to resolve

acknowledge each child’s uniqueness in positive ways

support the development of children’s friendships

acknowledge the importance of opportunities for children to relax through play and leisure

1.2 - Children develop their autonomy, inter-dependence, resilience and sense of agency

Educators facilitate this when they:

encourage children to make choices and decisions

encourage children to collaborate with peers and educators to plan programs

provide children with strategies to make informed choices about their behaviours

promote children’s sense of belonging, connectedness and wellbeing

maintain high expectations of each child’s capabilities

mediate and assist children to negotiate their rights in relation to the rights of others

display encouragement and enthusiasm for children’s attempts

motivate and encourage children to succeed when they are faced with challenges

provide time and environment for children to engage in both individual and collaborative pursuits

1.3 Children develop knowledgeable and confident self identities

Educators facilitate this when they:

listen to and learn about children’s understandings of themselves, who they are and their connectedness to others – a shared identity as Australians ensure all children experience pride and confidence in their achievements

share children’s successes with families

show respect for and a deep understanding of diversity, acknowledging the varying approaches of children, families, communities and cultures

acknowledge and understand that children construct meaning in many different ways

maintain and build on the knowledge, languages and understandings that children bring

talk with children in respectful ways about similarities and differences in people, identities and culture

provide rich and diverse resources that reflect children’s social worlds

1.4 Children learn to interact in relation to others with care, empathy and respect

Educators facilitate this when they:

organise environments and spaces in ways that promote small and large group interactions and meaningful play and leisure

model care, empathy and respect for children, staff and families

initiate one-to-one interactions with children

model explicit communication strategies to support children to sustain productive relationships with other children in play and social experiences

acknowledge children’s complex relationships and sensitively intervene in ways that promote consideration of alternative perspectives and social inclusion

Learning Outcome 2: Children are connected with and contribute to their world

2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Educators facilitate this when they:

promote a sense of community within the school age care setting

build connections between the school age care setting, schools and the local community

provide opportunities for children to investigate ideas, complex concepts and ethical issues that are relevant to their lives and their local communities

model language and actions that children can use to express ideas, negotiate roles and collaborate to achieve goals

scaffold children’s opportunities to participate and contribute to group activities

plan opportunities for children to participate in significant ways in group discussions and shared decision-making about rules and expectations and activities